Being At Risk Student
PROVIDING EFFECTIVE SCHOOLING
FOR STUDENTS AT RISK.
Monique Stewart
AED/204
IDENTIFYING AT RISK STUDENTS
• At risk students are considered to be at a higher disadvantage than others, & have a higher probability of not being successful in school due to circumstances thrown at them in life.
• At risk students are considered to be at a higher disadvantage than others, & have a higher probability of not being successful in school due to circumstances thrown at them in life.
FACTORS TO LOOK FOR IN
HIGH RISK STUDENTS
Girls
•
•
Boys
She 's hostile and uncooperative and often breaks curfews.
She doesn 't want to tell you where she is going and what she is going to do. •
•
She 's lost interest in hobbies, sports and other activities that were
once favorites. Her relationship with family members has worsened and she refuses to discuss school, activities, friends or other important subjects.
•
Her eyes are red-rimmed and/or her nose is runny when she doesn 't have a cold.
•
Household money keeps disappearing
•
He 's withdrawn, depressed, tired and careless about personal grooming.
•
He has new friends (ad may not wat to talk about them)
•
•
His grades slip
His eating or sleeping patterns have changed.
•
Trouble concentrating
LENDING A HELPING HAND
• Students that are considered to be At Risk struggle with being successful due to issues such as race, poverty, disabilities, & many other things. These students need help & encouragement. Instead of seeing their flaws, it is important to focus on their strengths and motivate them to be the best they can
• There are an estimated eleven million such children under age eighteen in the United States.
Every day, these youngsters receive conflicting and confusing messages about substance abuse.
THE FOUR KEYS TO HELPING AT-RISK STUDENTS
1. Caring, Sustained Relationships
2. Reachable Goals
3. Realistic, Hopeful Pathways
4. Engaging School and Community Settings
1. CARING, SUSTAINED
RELATIONSHIPS
• At-risk youth need relationships that are both caring and stable. They need to build a sense of trust and have the time to communicate the complexity, frustrations, and positive aspects of their lives in and out of school. 2. REACHABLE GOALS
We can help students form realistic and reachable career, personal, and educational goals. This does not imply that the goals are not challenging. The most motivating goals are those that are within our reach if we exercise some effort. Only someone who knows a student well and cares deeply about his or her well-being will be able to help that student form reachable goals. 3. REALISTIC AND HOPEFUL
PATHWAYS
• We must recognize the difficulty of trying a new path and both prepare students for obstacles and support them when they run into problems.
This can be highly challenging, as some of the students ' erroneous actions will violate school rules or perhaps even legal boundaries
4. ENGAGING SCHOOL AND
COMMUNITY SETTINGS
•
After-school settings linked to the school as well as community programs -- such as Boys and Girls Clubs, D,A,R,E, Boy Scouts and Girl Scouts, Big Brothers Big Sisters, and faith-based youth groups -- provide more chances for students to build positive relationships with caring adults and, potentially, supportive peers. •
Mentors in after-school and community settings are often better positioned to communicate clearly to students about the potential consequences of their actions and the behaviors that they need to change, and how to change them
BELIEVE, ACHEIVE, SUCCEED!
REFERENCES
• Problems -- Helping Your Child Through Early Adolescence. (n.d.). Retrieved from http://www2.ed.gov/parents/academic/help/adolescence • Dowshen, S. (2014, March 1). Kids and Alcohol. Retrieved from http://kidshealth.org/parent/positive/talk/alcohol • Drug Legalization and Student Drug Use - D.A.R.E. America. (n.d.). Retrieved from http://www.dare.org/drug-legalization-student-drug-use/ • ]The Four Keys to Helping At-Risk Kids. (n.d.). Retrieved from
http://www.edutopia.org/strategies-help-at-risk-students
FOR STUDENTS AT RISK.
Monique Stewart
AED/204
IDENTIFYING AT RISK STUDENTS
• At risk students are considered to be at a higher disadvantage than others, & have a higher probability of not being successful in school due to circumstances thrown at them in life.
• At risk students are considered to be at a higher disadvantage than others, & have a higher probability of not being successful in school due to circumstances thrown at them in life.
FACTORS TO LOOK FOR IN
HIGH RISK STUDENTS
Girls
•
•
Boys
She 's hostile and uncooperative and often breaks curfews.
She doesn 't want to tell you where she is going and what she is going to do. •
•
She 's lost interest in hobbies, sports and other activities that were
once favorites. Her relationship with family members has worsened and she refuses to discuss school, activities, friends or other important subjects.
•
Her eyes are red-rimmed and/or her nose is runny when she doesn 't have a cold.
•
Household money keeps disappearing
•
He 's withdrawn, depressed, tired and careless about personal grooming.
•
He has new friends (ad may not wat to talk about them)
•
•
His grades slip
His eating or sleeping patterns have changed.
•
Trouble concentrating
LENDING A HELPING HAND
• Students that are considered to be At Risk struggle with being successful due to issues such as race, poverty, disabilities, & many other things. These students need help & encouragement. Instead of seeing their flaws, it is important to focus on their strengths and motivate them to be the best they can
• There are an estimated eleven million such children under age eighteen in the United States.
Every day, these youngsters receive conflicting and confusing messages about substance abuse.
THE FOUR KEYS TO HELPING AT-RISK STUDENTS
1. Caring, Sustained Relationships
2. Reachable Goals
3. Realistic, Hopeful Pathways
4. Engaging School and Community Settings
1. CARING, SUSTAINED
RELATIONSHIPS
• At-risk youth need relationships that are both caring and stable. They need to build a sense of trust and have the time to communicate the complexity, frustrations, and positive aspects of their lives in and out of school. 2. REACHABLE GOALS
We can help students form realistic and reachable career, personal, and educational goals. This does not imply that the goals are not challenging. The most motivating goals are those that are within our reach if we exercise some effort. Only someone who knows a student well and cares deeply about his or her well-being will be able to help that student form reachable goals. 3. REALISTIC AND HOPEFUL
PATHWAYS
• We must recognize the difficulty of trying a new path and both prepare students for obstacles and support them when they run into problems.
This can be highly challenging, as some of the students ' erroneous actions will violate school rules or perhaps even legal boundaries
4. ENGAGING SCHOOL AND
COMMUNITY SETTINGS
•
After-school settings linked to the school as well as community programs -- such as Boys and Girls Clubs, D,A,R,E, Boy Scouts and Girl Scouts, Big Brothers Big Sisters, and faith-based youth groups -- provide more chances for students to build positive relationships with caring adults and, potentially, supportive peers. •
Mentors in after-school and community settings are often better positioned to communicate clearly to students about the potential consequences of their actions and the behaviors that they need to change, and how to change them
BELIEVE, ACHEIVE, SUCCEED!
REFERENCES
• Problems -- Helping Your Child Through Early Adolescence. (n.d.). Retrieved from http://www2.ed.gov/parents/academic/help/adolescence • Dowshen, S. (2014, March 1). Kids and Alcohol. Retrieved from http://kidshealth.org/parent/positive/talk/alcohol • Drug Legalization and Student Drug Use - D.A.R.E. America. (n.d.). Retrieved from http://www.dare.org/drug-legalization-student-drug-use/ • ]The Four Keys to Helping At-Risk Kids. (n.d.). Retrieved from
http://www.edutopia.org/strategies-help-at-risk-students